High Velocity Change through High Volume Collaboration (HVC 2 ) Stella Bentley Marilu Goodyear Donna Liss Marlesa Roney

High Velocity Change High Velocity Change through High Volume through High Volume Collaboration (HVCCollaboration (HVC22))

Stella BentleyStella Bentley

Marilu GoodyearMarilu Goodyear

Donna LissDonna Liss

Marlesa RoneyMarlesa Roney

University of KansasUniversity of Kansas

Information ServicesInformation Services

• Providing systems and servicesProviding systems and services

• To scholars, students and decision-To scholars, students and decision-makersmakers

• Create, access, use, distribute, preserveCreate, access, use, distribute, preserve

• Information and knowledgeInformation and knowledge

Key ConceptKey Concept

Help the University leverage Help the University leverage information/knowledgeinformation/knowledge


Information Services Mini-Information Services Mini-reorganizationsreorganizations

• Library info tech staff to ITLibrary info tech staff to IT• IT staff maintains all library workstationsIT staff maintains all library workstations• Library public workstations mirror computing Library public workstations mirror computing

lab workstationslab workstations• Technology trainers merge with library Technology trainers merge with library

instruction unitinstruction unit• Joint (content and software) licensing unitJoint (content and software) licensing unit• Merge GIS/maps/data/data manipulation unitsMerge GIS/maps/data/data manipulation units


Information Services Information Services Support CollaborationsSupport Collaborations

• Fiscal affairs functionsFiscal affairs functions

• Human resources collaborationsHuman resources collaborations– Staff Development CommitteeStaff Development Committee– RecruitingRecruiting

• Facilities managementFacilities management

• Assessment ActivitiesAssessment Activities


What was HVC2?What was HVC2?

• Campus-wide projectCampus-wide project– Information ServicesInformation Services– Student SuccessStudent Success– ClientsClients

• Involved five teamsInvolved five teams– Quality Service ModelQuality Service Model– Digital PreservationDigital Preservation– Collaborative Learning SpacesCollaborative Learning Spaces


Why HVCWhy HVC22??

• From Library/IT to Information Services From Library/IT to Information Services • Signal significant changeSignal significant change

– Building focus of library service a problemBuilding focus of library service a problem– System focus of technology delivery a System focus of technology delivery a

problemproblem

• Needed to refocus on clientsNeeded to refocus on clients• Needed to respond to campus needs Needed to respond to campus needs

immediatelyimmediately


Preparing the Technical Preparing the Technical Infrastructure: Three Infrastructure: Three AspectsAspects

• Aligning the technical infrastructure to Aligning the technical infrastructure to support a service-based organizationsupport a service-based organization– Service Reviews Service Reviews – Clear need to reorient our servicesClear need to reorient our services

• Aligning the organizational structure to Aligning the organizational structure to the technical infrastructurethe technical infrastructure– Integrated nature of our systemsIntegrated nature of our systems


Old Organizational ModelOld Organizational Model

Dean of Libraries

Computing Services Academic Computing Services

Contract Desktop Support

Security Administrative Services

Systems and Programming - Dave Gardner

Service Support - Jerree Catlin

LAN Support Services - Mary Zanoni

Information Technology Security Office - Chuck Crawford

Human Resources - Mary Ann Robison

Library Information Technology - Deb Ludwig

Operations - Bill Pesek

Web Services, Training and Documentation, Public Labs, Help Desk, Computer Repair

Office Services - Fran Dunavin

Production Control - Bill Pesek

Infrastructure Support - Wes Hubert

Technical Services & Database Administration - Wayne Trowbridge

Technical Services, Research Computing, Middleware Programming

Associate Vice Provost - Donna Liss


Issues with old modelIssues with old model

• Academic Computing ServicesAcademic Computing Services– No longer really academic E-mailNo longer really academic E-mail– WebWeb– Help Desk Help Desk

• Administrative Computing ServicesAdministrative Computing Services– Too focused on major administrative systemsToo focused on major administrative systems– Missing other client needs: imaging, e-commerceMissing other client needs: imaging, e-commerce

• Data Preservation NeedsData Preservation Needs


New Organizational ModelNew Organizational Model


The Change Process: The Change Process: John John Kotter’s 8-step modelKotter’s 8-step model

1.1. Establish why change is neededEstablish why change is needed2.2. Create a guiding coalition to lead changeCreate a guiding coalition to lead change3.3. Articulate the vision and strategy for the changes Articulate the vision and strategy for the changes

neededneeded4.4. Communicate the change visionCommunicate the change vision5.5. Empower employees for broad-based actionsEmpower employees for broad-based actions6.6. Generate short-term winsGenerate short-term wins7.7. Consolidate gains and produce more changeConsolidate gains and produce more change8.8. Anchor new approaches in the cultureAnchor new approaches in the culture


Activities utilized to move Activities utilized to move through change modelthrough change model

• Every two weeks discussed and Every two weeks discussed and evaluated where the group was in the evaluated where the group was in the processprocess

• Identified specific tasks that could be Identified specific tasks that could be done to help staff cope with changedone to help staff cope with change


Preparing the Preparing the Organizational Organizational InfrastructureInfrastructure

• Building an IS-wide leadership group Building an IS-wide leadership group – Working on language issuesWorking on language issues– Identifying common activities and skill setsIdentifying common activities and skill sets

• Building organizational change capacityBuilding organizational change capacity– Organizational Development GroupOrganizational Development Group– Facilitation trainingFacilitation training– Project management skillsProject management skills

• Build capacity for VisionBuild capacity for Vision– Abundance thinking; despite resource limitations Abundance thinking; despite resource limitations – Client focus; Balanced ScorecardClient focus; Balanced Scorecard


HVCHVC22: Quality Service Model : Quality Service Model Groups Groups

Develop an integrated overall quality Develop an integrated overall quality service model to deliver information service model to deliver information services to the campus community.services to the campus community. Client perspective with goal of staff/scholar Client perspective with goal of staff/scholar

productivity and student successproductivity and student success When they need it, where they need itWhen they need it, where they need it Content and technologyContent and technology


HVCHVC22: Quality Service Model : Quality Service Model GroupsGroups

• ScholarsScholars– The IS Eye for the Luddite GuyThe IS Eye for the Luddite Guy– Defining a model for collaboration between Defining a model for collaboration between

an information services professional and a an information services professional and a researcherresearcher

• Decision-makersDecision-makers– Defining needs of decision-makersDefining needs of decision-makers– Organizing the data and making it Organizing the data and making it

accessibleaccessible


Student Success: New Leader Student Success: New Leader and new Organizational and new Organizational StructureStructure

• Student-centeredStudent-centered

• Twenty departmentsTwenty departments

• Three administrative clustersThree administrative clusters

• Collaborative Priorities (the change Collaborative Priorities (the change mechanism)mechanism)

• Identified “Help Desk” as an issueIdentified “Help Desk” as an issue


2 Change Models: A 2 Change Models: A Common FocusCommon Focus

HVC2Priorities

One-Stop

Services


One-Stop ServicesOne-Stop Services

• Charge: Develop an integrated quality Charge: Develop an integrated quality service model to deliver services (in-service model to deliver services (in-person, phone, e-mail, web, etc.) to person, phone, e-mail, web, etc.) to students, faculty, staff, communitystudents, faculty, staff, community– Financial aid, enrollment, KU Portal, Financial aid, enrollment, KU Portal,

advising, library reference, campus events, advising, library reference, campus events, deadlines, bursar, ResNet, etc.deadlines, bursar, ResNet, etc.

• 25 participants, university-wide25 participants, university-wide


One-Stop AssumptionsOne-Stop Assumptions

• Users should not be required to understand the Users should not be required to understand the University’s structure to use servicesUniversity’s structure to use services

• Users need a universal contact point that is Users need a universal contact point that is seamless, easy-to-use, highly visible and seamless, easy-to-use, highly visible and reliablereliable

• Users need services in multiple formats (in-Users need services in multiple formats (in-person, phone, e-mail, instant messaging, etc.)person, phone, e-mail, instant messaging, etc.)

• Users need support that anticipates their Users need support that anticipates their increasing reliance on technologyincreasing reliance on technology


One “Door:” Many One “Door:” Many ServicesServices


New Conceptual ModelNew Conceptual Model

KU Examples

The first level is auto-transaction – services that are institutionally embeddedin the academic cycle –and are sent automatically and electronically (e.g.email notifying students of enrollment times)

The second level is self-help, which is an action initiated by the individualat the time of need (e.g. online tutorials, help screens)

Flipping the Service Triangle

Old Model

Specialist Specialist

Generalist(professional staff) Staff Generalist

Self-help

Self-help

Auto Transaction

Auto Transaction

New Model

Peer Assistant

Adapted from: “Transforming Student Services” by R.B. Kvavik & M.N. Handbert, Educause Quarterly N.2 2000.

• Renew books online• Enroll & P ay W eb site• View and print ARTS form

• O As - peer advising• KU Info / Peer & Tier library assistants

• ACS Help Desk• FSAC front desk

• Financial aid officer• Librarian - subject specialist

• O verdue lib rary notice• Enrollment e-mail notice


Pilot Project: I-Enroll Pilot Project: I-Enroll (Spring 2004)(Spring 2004)

• Goal: support enrollment processesGoal: support enrollment processes• Three service componentsThree service components

1.1. Call center (Enrollment Center, KU Info, Call center (Enrollment Center, KU Info, Computer Center Held Desk, ResNet)Computer Center Held Desk, ResNet)

2.2. Online tutorial (Enrollment Center, SAKU, Online tutorial (Enrollment Center, SAKU, Libraries)Libraries)

3.3. Peer-to-Peer desk-side coachingPeer-to-Peer desk-side coaching

• Three campusesThree campuses• 50 students and staff involved50 students and staff involved



• Outcomes (April 5 – April 23)Outcomes (April 5 – April 23)– Call Center received 690 callsCall Center received 690 calls

– On-line Tutorial 1,000+ hitsOn-line Tutorial 1,000+ hits

– I-Enroll Web page 13,000+ hitsI-Enroll Web page 13,000+ hits

– Limited use of Peer AssistantsLimited use of Peer Assistants



• Lessons LearnedLessons Learned– Demonstrated effectiveness of call Demonstrated effectiveness of call

centercenter

– Brought people together to problem Brought people together to problem solvesolve

– Involvement of stakeholders among Involvement of stakeholders among staff is essentialstaff is essential


Next Steps for One-StopNext Steps for One-Stop

• Collaborative group appointed to develop Collaborative group appointed to develop six-month action plansix-month action plan

• Identify consolidated service points Identify consolidated service points (permanent and temporary)(permanent and temporary)

• Develop training programsDevelop training programs• Recommend a name and visual identity Recommend a name and visual identity • Implement new programs by Summer 2005Implement new programs by Summer 2005


One-Stop ComponentsOne-Stop Components

• Universal, highly visible and flexibleUniversal, highly visible and flexible• Multiple service formats and locationsMultiple service formats and locations• Cutting edge technologyCutting edge technology• Serves all campus locationsServes all campus locations• Is ADA compliant and sensitive to user needsIs ADA compliant and sensitive to user needs• Human contact and virtual contactHuman contact and virtual contact• Student inputStudent input• Ongoing feedback and assessmentOngoing feedback and assessment


HVC2; Collaborative HVC2; Collaborative Learning SpacesLearning Spaces

• Co-Chaired by Assistant Dean of the Co-Chaired by Assistant Dean of the School of ArchitectureSchool of Architecture

• Members included:Members included:– Campus architectCampus architect– Director of Teaching EffectivenessDirector of Teaching Effectiveness– Instructional designersInstructional designers– Computer lab staffComputer lab staff– Library staffLibrary staff


Learning SpacesLearning Spaces

• Collaborative learning space built two months after Collaborative learning space built two months after report issuedreport issued– Largest computer lab (Budig)Largest computer lab (Budig)– Also included Digital Lab for Faculty Also included Digital Lab for Faculty

• Followed by Branch LibraryFollowed by Branch Library– Engineering Collaborative learning space in Watson LibEngineering Collaborative learning space in Watson Lib

• Followed by Main LibraryFollowed by Main Library• Workshop for faculty interested in exploring Workshop for faculty interested in exploring

collaborative learning and using collaborative collaborative learning and using collaborative learning spaceslearning spaces


Building Lasting Building Lasting CollaborationsCollaborations

• Writing Center/LibrariesWriting Center/Libraries– Shared space in two librariesShared space in two libraries

• Residence Halls/IT/LibrariesResidence Halls/IT/Libraries– Move-in day programsMove-in day programs– Library involvement in thematic learning Library involvement in thematic learning

community programs in residence hallscommunity programs in residence halls

• Cross training of student peer tutorsCross training of student peer tutors


HVC2 Digital Preservation HVC2 Digital Preservation Group Group

• Co-chaired by the Dean of the School of Co-chaired by the Dean of the School of Fine ArtsFine Arts

• Included staff from:Included staff from:– Information Services technicalInformation Services technical– LibraryLibrary– Institutional Research and PlanningInstitutional Research and Planning– Data warehouse Data warehouse


HVCHVC22: Digital : Digital PreservationPreservation

What is the University’s obligation to a What is the University’s obligation to a particular digital asset? particular digital asset?

What systems can we provide to manage What systems can we provide to manage digital assets?digital assets? Centrally provided repositories linked to national Centrally provided repositories linked to national

effortsefforts Roles defineRoles define Policies and Standards/GuidelinesPolicies and Standards/Guidelines Education Education


HVCHVC22: Keys for Group : Keys for Group SuccessSuccess

• Painted VisionPainted Vision– Focus on “successful outcomes”Focus on “successful outcomes”– Retreat to bring together conceptual partsRetreat to bring together conceptual parts

• Choose groups wellChoose groups well– Staff who were ready for changeStaff who were ready for change– Staff who had “boundary-spanning” skills Staff who had “boundary-spanning” skills

• Choose leaders wellChoose leaders well– Co-leaders to provide difference perspectives and Co-leaders to provide difference perspectives and

skills setsskills sets


HVCHVC22: Keys for Group : Keys for Group Success Success

• Provided Staff SupportProvided Staff Support– Expert ConsultantsExpert Consultants– Systems for communicationSystems for communication– Organizational support for approvalsOrganizational support for approvals

• Provided Facilitation SupportProvided Facilitation Support– Ensure trusting environment built Ensure trusting environment built – Creativity requires broader thinking but also need Creativity requires broader thinking but also need

to bring back to the path, facilitators were the “glue to bring back to the path, facilitators were the “glue sticks”sticks”


ConclusionsConclusions

• Fast-paced, collaborative change Fast-paced, collaborative change models work!models work!

• Collaborative change takes time and Collaborative change takes time and energyenergy

• Collaborative AND FAST-PACED Collaborative AND FAST-PACED change needs to be staffed and change needs to be staffed and facilitatedfacilitated

• Change can be energizingChange can be energizing


Our FutureOur Future

The goal is an organization that is The goal is an organization that is constantly making its future rather than constantly making its future rather than defending its past.defending its past.

Hamel & Valiksngas, 2003Hamel & Valiksngas, 2003

DiscussionDiscussion

Information ServicesInformation ServicesStudent SuccessStudent SuccessThe University of KansasThe University of Kansaswww.informationservices.ku.eduwww.informationservices.ku.edu

Documents

High Velocity Change through High Volume Collaboration (HVC 2 ) Stella Bentley Marilu Goodyear Donna Liss Marlesa Roney